Simon Fraser University
Engaging the World

Course Outlines

Spring 2019 - EDUC 816 G031

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 5860

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Instructor:

    Wanda Cassidy
    cassidy@sfu.ca
    778.782.5643 cell 778.836.8364
    Office: Education Building, Bby, #8649

Description

CALENDAR DESCRIPTION:

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

COURSE DETAILS:

Meeting Days:
Friday and Saturday

Meeting Times:
Friday 4:30 - 9:00 pm
Saturday 9:00 am - 4:00 pm

Meeting Dates:
January 18/19
February 1/2, 22/23
March 8/9 and 29/30

Meeting Location:
SFU Harbour Centre Campus, 515 West Hastings Street, Room 2290, except for March 30th.

NOTE: One class may involve a contemplative walk in Mahon Park in North Vancouver (to be determined).

COURSE-LEVEL EDUCATIONAL GOALS:

New educational programs and practices are regularly introduced into schools as well as into community-based educational settings, often with little thought given to whether there is a theoretical base for their development or implementation or whether they will achieve the intended objectives. Are the programs designed from sound pedagogical principles? Are they supported by research? Have the program developers considered the diversity of their audiences? Does the curriculum developed reflect the intended goals? What about the informal curriculum and modelling? What about implementation strategies? Is there stakeholder involvement? What role does evaluation play?

These are just some of the issues we will address in this course, as we examine principles of educational program development and apply these to program development related to contemplative practices, the theme of this cohort.

The course is organized around three parts:

  1. Understanding some of the key principles involved in educational program development;
  2. Applying these principles to an analysis of a selected educational program with a contemplative focus;
  3. Applying these principles to the development of one’s own educational program in contemplative education.

WEEKLY THEMES  

Jan. 18/19


 Overview of Course / Introduction
Philosophy, Values, Vision, and Personal Ethos
Educational Leadership and Program Development
   
Feb. 1/2



 Planning and Goal Setting: An Example, The CUBE Model
Differential Audiences & Pedagogical Considerations
Using Research to Inform Practice
Examples from Contemplative Education Research and Programs
   
Feb. 22/23



 The Informal Curriculum
The Ethic of Care: Research and Practice in Diverse Settings
Reflective Practices and Walking the Talk
          Field Study Analysis due (written and oral)
   
Mar 8/9

 Program Development: The Personal & the Professional, Inside & Out
Discussion of Jean Vanier’s book: Becoming Human
   
Mar 29/30




 Evaluation Strategies: Formative and Summative Practices
Connecting the Themes
Carousel Sharing of Case Study Projects
           Group Case Study Projects Due
           Individual Educational Project Due: April 7 at latest

Grading

  • 1. Case Study (in small groups) 35%
  • 2. Field Study (individual) 15%
  • 3. Developing an Education Program (individual) 35%
  • 4. Attendance & Participation 15%

NOTES:

A more detailed description of the assignments will be outlined on Day 1.

REQUIREMENTS:

Letter grades are used.

Materials

REQUIRED READING:

Each of these readings may be accessed through SFU Library online and/or through Google Scholar, except for the Cassidy (2014) article, which is available as a Word document on Canvas, and the Vanier book, Becoming Human, which should be purchased online through Amazon or Chapters.

[citation: Vanier, J. (1998, revised 2008). Becoming human. (CBC Massey Lecture series). Toronto: House of Anansi Press.]

You are expected to read the assigned readings prior to that weekend’s classes. Please come prepared to the first class having read the readings for the first weekend. Thank you.  

Jan. 18/19  

Goodlad, J. I. (1999). Teachers as moral stewards of our schools. Journal for a Just and Caring Education, 5(3), 237-241.

Gurkey, D. K., Peters, G., Collines, L, & Fifolt, M. (2015). Mission, vision, values, and goals: an exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242.  

Ornstein, A. (1991). Philosophy as a basis for curriculum decisions. The High School Journal, 74(2), 102-109.  

Starratt, R. (2007). Leading a community of learners: learning to be moral by engaging the morality of learning. Educational Management Administration Leadership, 35 (2), 165-183.

Feb. 1/2  

Cassidy, W. (2014) The CUBE model of Educational Program Development. Unpublished manuscript. Vancouver: Simon Fraser University. (posted on Canvas).  

Beer, L. (2010). Contemplative administration: transforming the workplace culture of higher education. Innovative Higher Education, 34(4), 217-231.  

Yoeli, R. & Berkovich, I. (2010), From personal ethos to organizational vision: narratives of visionary educational leaders. Journal of Educational Administration, 48(4), 451-467.  

Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134, 83-94.

Feb 22/23  

Cassidy, W. & Bates, A. (2005). “Drops outs” and “push outs”: Finding hope at a school that actualizes the ethic of care. American Journal of Education, 112(1), 66-102.  

Bergman, R. (2004). Caring for the ethical ideal: Nel Noddings on moral education. Journal of Moral Education, 33(2), 149-162.  

O’Donnell, A. (2015). Contemplative pedagogy and mindfulness: Developing creative attention in an age of distraction. Journal of Philosophy of Education, 49(2), 188- 202.

Palmer, P. (2003). Teaching with heart and soul: Reflections on spirituality in teacher Education. Journal of Teacher Education, 54(5), 376-385.

Mar 8/9  

Vanier, J. (1998, revised 2008). Becoming human. (CBC Massey Lecture series). Toronto: House of Anansi Press.

Please also view at least one interview with Jean Vanier on YouTube prior to this week’s classes.

Mar 29/30  

Kealey, E. (2010). Assessment and evaluation in social work education: formative and summative approaches. Journal of Teaching in Social Work, 30(1), 64-74.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS